“space: the ultimate cyber frontier” - polk · n lesson plan titles ... students will relate...

“Space: The Ultimate Cyber Frontier”

n PROGRAM OVERVIEW This program was a collaboration

of ideas and technology to further the interest, education, and technological use of the student towards the world of science and more specifically space. The students’ goals are to complete a research paper on a particular planet, create a visual aid for their speech using Microsoft PowerPoint, to create a visual stimulus for their classmates using Microsoft Movie Maker, to complete a menu that would be possible for an astronaut to eat in space, and create a science and math question based on what they have learned.

Students will learn through various avenues including but not limited to video, text, and picture, about the planets, space objects, and astronauts. Students will use the knowledge that they gain from a teacher created Web Quest and additional research to create a report on their assigned planet, a PowerPoint presentation that will aid them in giving their speech, and a Photo Story/Movie Maker presentation to be shown about their planet. The PowerPoint on their planet will include, but is not limited to, the planet’s name and position in space, rotation, gravity, orbit, size, atmosphere, rings, temperature, moons, composition, discovery, life forms on planet, and other interesting facts.

This program usually lasts three to four weeks based on teaching style and

For further information contact…

North Lakeland Elementary

410 W. Robson Street

Lakeland, Florida 33805

Route A

(863)499-2850

[email protected]

[email protected]

2009 - 2010 Idea CaTalog oF exCellenCe

student’s knowledge of technology and skill level. This is an innovative approach to teaching this concept due to the in-depth knowledge that the children go through in order to complete the project and to strive to succeed.

Using Inspiration software along with Microsoft Office the students are exposed to not only the technology ,but also the learning map style that is so beneficial to deepening their understanding of concepts.

n OVERALL VALUE This program is indispensible to us

and our past students. It allows students of all academic levels to create an awe-inspiring project that they can be proud of for years to come. This program allows us to give the students not only the knowledge about Space but also the technology that this world is going to survive on. Other teachers have been known to use the Power Points and movies created by our students to aid in the teaching of space to students in other grade levels.

This program can be modified to fit the knowledge level as well as the technology level of most students, and it can be easily adapted to several grades. This program fosters science, math, and technology standards that will assist students in becoming productive citizens in the twenty-first century.

n LESSON PLAN TITLES• Introduction and Planet Portfolio

• Reasons for the Seasons

• Moon Phases

• Planets & Other Objects in Space

• Seeing Stars and Other Space Objects

• UFF: Identified Flying Food (culminating activity)

n MATERIALS Materials for each lesson are listed

with each lesson plan. Overall materials budget including pricing and vendors follows the lesson plans.

n ABOUT THE DEVELOPER Neena Williams has a B.A in Political

Science and a M.S in Elementary Education from Florida State University. She has taught fourth grade for 6 years in Polk County and is now on a new adventure into teaching fifth grade at North Lakeland Elementary.

Katherine Noller has a B.S. in Elementary Education from Florida Southern College. She is going into her fourth year teaching fourth grade at North Lakeland Elementary.

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Neena Williams &Katherine Noller

“Space: The Ultimate Cyber Frontier” Neena Williams & Katherine Noller

Lesson Plan No 1: Introduction and Planet Portfolio

n SUBJECTS COVEREDScience

n GRADESThree - Five

n OBJECTIVES The students will be motivated to learn about space.

n SUNSHINE STATE STANDARDS Humans cont inue to explore

Earth’s place in space. Gravity and energy inf luence the formation of galaxies, including our own Milky Way Galaxy, stars, the Solar System, and Earth. Humankind’s need to explore continues to lead to the development of knowledge and understanding of our Solar System.

SC.4.E.5.1 Students will observe that the

patterns of the stars in the sky stay the same although they appear to shift across the sky nightly, and different stars can be seen in different seasons.

SC.4.E.5.2 Descr ibe the changes in the

observable shape of the moon over the course of about a month.

SC.4.E.5.3 Students will recognize that Earth

revolves around the sun in a year and rotates on it’s axis in a 24 hour day.

SC.4.E.5.4 Students will relate that the rotation

of Earth (day and night) and apparent movements of the sun, moon, and stars are connected.

SC.4.E.5.5 Investigate and report the effects

of space research and exploration on the economy and culture of Florida.

n MATERIALS• Previewing Worksheet

• Inspiration Outline (on screen and copy for each student)

• Notebook paper for each student

• A portfolio for each student (a folder will also work)

• KWL for each student

n DIRECTIONS (Time: 2 Days: 45 minutes per day)

Activating Strategy/Previewing/Building Background Knowledge: Students will complete the K

part of the KWL listing everything that they already know about space. Students will then work in groups, to complete the Previewing worksheet. Teacher will put up the Inspiration Outline. After students have time to finish students will work with teacher to go over it and get the correct answers.

Teaching Strategy/Procedure: The teacher will pass out all

materials including a copy of the Inspiration Outline, a portfolio, and Notebook paper. Keeping the outline and KWL in the front. Students are instructed that EVERYTHING for the unit, including notes, worksheets, and quizzes, in the portfolio.

Summarizing Strategy: Students will fill in the W part

of the KWL with what they want to learn in this upcoming unit. Teacher and students will look over the Inspiration outline previewing questions that the students will be answering, projects they will be completing, and videos that they will be watching.

n EVALUATION/ASSESSMENT At the end of the unit students will

be turning in the Planet Portfolio to make sure that they have been adding notes, journal entries, and definitions. Their final reports, CD’s, and notes for quizzes should be kept organized. See Planet Portfolio checklist for more information.

n ADDITIONAL INFORMATION

• Allow the students to add their personal touch to their portfolio. A f ter they have chosen (or been assigned) their planet that information needs to be included.

• For more information, including electronic copies of other resources, please contact the Developers.

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Planet Portfolio Checklist

“Space: The Ultimate Cyber Frontier” Neena Williams & Katherine NollerLesson Plan No 1: Additional Information


Planet Portfolio

_____ Inspiration Outline

_____ KWL

_____ Previewing Worksheet

_____ Reasons for Seasons – Season Definitions

_____ Reasons for Seasons – Cause and Effect Page

_____ Reasons for Seasons – Axis Blurb

_____ Moon Phases – Summary Statement

_____ Moon Phases – Worksheet

_____ Moon Phases – Moon Calendar

_____ Planets – Movie 3-2-1

_____ Planets – WebQuest and Rubric

_____ Planets – CD copy of report

_____ Planets – CD copy of PowerPoint

_____ Sees Stars – Video Facts

_____ Sees Stars – Definitions

_____ UFF – KWL

_____ UFF – CD copy of Photo Story

_____ Neat and Organized

_____ Notes

_____ Photos and other information

_____ /20 20 – 18 = A17 – 16 = B15 – 14 = C13 – 12 = D11 – 0 = U

Acquisition Lesson Plan Reading

“Space: The Ultimate Cyber Frontier” Neena Williams & Katherine NollerLesson Plan No 1: Additional Information - Characteristics


Lesson Essential Question: How can you describe the solar system and its various characteristics?

Activating Strategy: Slide Show - Teacher will show a picture of a certain part of the solar system. Students will write down what they think each numbered picture is.

United Streaming Video: Spin Around the Solar System

Kagan Strategy: Kagan Strategy

Vocabulary:

Vocabulary Words: galaxy, universe, planet, comet, asteroid,

Vocabulary Strategy: Frayer Models

Teaching Strategy: Distributed Guided PracticeStudents will work with the teacher to explore the universe, galaxy, the characteristics of the planet.Graphic Organizer: Descriptions

Kagan Strategy: Sage and Scribe Students will take turns describing the solar system and it's characteristics

Summarizing Strategy: Summary AcrosticStudents will complete an Acrostic poem for SOLAR SYSTEM using the information they have learned about it's characteristics.Kagan Strategy: Rally Table Tables will take 5 minutes and write down all of the characteristics of the solar system. Tables will then rally back and forth to see who can name the most characteristics. If any characteristics are left out they may be added.

“Space: The Ultimate Cyber Frontier” Neena Williams & Katherine NollerLesson Plan No 2: Reasons for the Seasons



n OBJECTIVES The students will be able to explain why

there are seasons on Earth.

The students will be able to demonstrate the tilt of the Earth using a model.

n SUNSHINE STATE STANDARDS

SC.4.E.5.1

Students will observe that the patterns of the stars in the sky stay the same although they appear to shift across the sky nightly, and different stars can be seen in different seasons.

SC.4.E.5.3

Students will recognize that Earth revolves around the sun in a year and rotates on it’s axis in a 24 hour day

SC.4.E.5.4

Students will relate that the rotation of Earth (day and night) and apparent movements of the sun, moon, and stars are connected.

n MATERIALS• Globe

• Video: Reasons for the Seasons (contact Developer for electronic copy)

• Cause and Effect Graphic Organizer

• Chart Paper

• Previously Student Created Planet Portfolios


Activating Strategy/Previewing/Building Background Knowledge: Students will name the four

seasons and develop a personal definition for each season. For example, Spring – a warmer time when flowers bloom, crops are planted, and it rains.

Teaching Strategy/Procedure: The teacher will play the video,

Reasons for Seasons. Students will aid the teacher in filling out the Cause and Effect Graphic Organizer explaining how the tilt of the Earth’s axis gives us four seasons.

Summarizing Strategy: Students will be numbered off by

fours. Ones will draw and explain to the rest of the class the tilt that the Earth has during Summer. Twos will draw and explain to the rest of the class the tilt that the Earth has during Fall. Threes will draw and explain to the rest of the class the tilt that the Earth has during Winter. Fours will draw and explain to the rest of the class the tilt that the Earth has during Spring.

n EVALUATION/ASSESSMENT Students will write a blurb about

the tilt of the Earth’s axis causing the seasons. Students should add information to their previously created Planet Portfolio.


• www.nasa.gov

• Please contact the Developer to receive the United Streaming Video: Reasons for Seasons

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“Space: The Ultimate Cyber Frontier” Neena Williams & Katherine NollerLesson Plan No 2: Additional Information - Earth’s Tilt


“Space: The Ultimate Cyber Frontier” Neena Williams & Katherine NollerLesson Plan No 3: Moon Phases



n OBJECTIVES The students will track the moon’s

changing appearance.

The student will be able to explain the different phases of the moon.


SC.4.E.5.2: Descr ibe the changes in the

observable shape of the moon over the course of about a month.

n MATERIALS• Moon Phase Calendar

• Moon Phase Worksheet (Waxing and Waning)

• Moon Phase Sheets for Moon Phase Line Up.

• Planet Portfolio


Activating Strategy/Previewing/Building Background Knowledge: Students will watch the movie,

Moon Phases. Students will write a Summary Statement about the movie. Students will share these with their shoulder partners. Groups will then come up with a Movie Summary to share with the class.

Teaching Strategy/Procedure: Af ter exploring the movie,

students will go through the Moon Phases worksheet, shading in the correct part of the circles to demonstrate the phases of the moon from New Moon to Full Moon to New Moon. Each group of students will then get a set of Moon Phase Sheets, working together students will put the sheets in order from New Moon to Full Moon to New Moon.

Summarizing Strategy: Knowing that the moon’s phases

run in a 29.5 day cycle students will be given a date and a phase of the moon. Students will predict the next full moon and the next new moon.

n EVALUATION/ASSESSMENT Students will be assessed the moon

phase calendar. Students will check the moon every night for a month. Students must accurately keep track of the waxing and waning of the moon.


• The moon is usually visible before dark and at dawn. Students do NOT need to go out in the dark. There are other times that students can see the moon.

• Moon Phase Complete Calendar available at: http://stardate.org/nightsky/moon

• Moon Phase Blank Calendar a v a i l a b l e a t : h t t p : / / w w w.sciencenetlinks.com/interactives/m o o n _ w o r k s h e e t / m o o n _worksheet.html

• Moon Phase Worksheet available at www.enchantedlearning.com


• Please contact the Developer to receive the United Streaming Video: Reasons for Seasons

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“Space: The Ultimate Cyber Frontier” Neena Williams & Katherine NollerLesson Plan No 3: Additional Information - Moon Phase Sheets


“Space: The Ultimate Cyber Frontier” Neena Williams & Katherine NollerLesson Plan No 3: Addl Info - Moon Phase Worksheet


“Space: The Ultimate Cyber Frontier” Neena Williams & Katherine NollerLesson Plan No 3: Addl Info - Moon Phase Worksheet Key



“Space: The Ultimate Cyber Frontier” Neena Williams & Katherine NollerLesson Plan No 3: Addl Information - Moon Phases


“Space: The Ultimate Cyber Frontier” Neena Williams & Katherine NollerLesson Plan No 4: Planets and Other Objects in Space




n OBJECTIVES The students will be able to understand

how the planets differ from each other.

The student will be able to understand how the planets are similar.

The students will be able to answer questions based on their research.


SC.E.1.2.4 Student knows that the planets

differ in size, characteristics, and composition and that they orbit the sun in our Solar System.

SC.E.1.2.5 S t u d e n t s u n d e r s t a n d s t h e

arrangement of planets in our

n MATERIALS• Computers with XP operating

systems that include Microsoft Power Point

• Flash drives or Burnable CD-RWs

• Teacher Provided Materials (Shoot for the Stars: Web Quest, 3-2-1 Graphic Organizer, List of Pre-Approved Websites, Rubrics)

• Internet access

• Gaggle.Net Account

• Compass Odyssey Writer

• United Streaming Video: Spin Around the Solar System


Activating Strategy/Previewing/Building Background Knowledge: Students will watch the movie,

Spin Around the Solar System. Students will write a 3-2-1, 3 things they learned about planets, 2 things they want to research about a planet they are interested in and 1 thing they already knew about planets.

Teaching Strategy/Procedure: Teacher will download or link

the flash drives to the “Shoot for the Stars: A Web Quest” onto the classroom or computer lab computers. Students will be working in groups of 3 (if possible) so that every planet is covered. Students will work their way through the Web Quest to gather information about the nine planets as well as discovering their preferred planet for their final project. Students will then choose, based on the information they have gathered, one planet to research. Students will then use the information that they gathered through the Web Quest to create a PowerPoint based on the information that they have gathered and the checklist that is included with the Web Quest.

Summarizing Strategy: Students will use the knowledge

that they have learned to create a blog in their Gaggle.Net account to reflect on their mission, what they could have done better, what needs to be added or taken away, and what they would do differently next time. Students will write a letter to NASA in Compass Odyssey Writer about why NASA should pick them as the student for the planet exploration mission.

n EVALUATION/ASSESSMENT Students will be assessed using

the Web Quest Rubric, completeness and information that is included in their Power Point by the teacher, and their peers based on their PowerPoint and their involvement using the Peer Rubric. Students will also complete a peer created question quiz. Students should add information to their previously created Planet Portfolio.


• Make sure to check the websites on the WebQuest before assigning it, as websites periodically change.

• www.nineplanets.org

• www.nasa.gov

• www.unitedstreaming.com


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“Space: The Ultimate Cyber Frontier” Neena Williams & Katherine NollerLesson Plan No 4: Addl Information - Writing a Planet Report


Name: _________________________________________ Date: ________________________

ALL REPORTS ARE DUE BY:

ASSIGNMENT #1: You are to write an expository report on a planet of your choice. You may choose Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, or Pluto. The essay must contain 5 paragraphs, including an introduction, first main idea, second main idea, third main idea, and a conclusion. The essay will be graded according to the rubric you received from your teacher. On the back of this page, you will see a checklist of things you can include in your report. The report can be written or typed.

ASSIGNMENT #2: You are to create a visual and/or audio presentation of your planet report. You will present this to the whole class on your assigned day. You will also develop one test question that you will present to the class after you have finished your presentation. The question must be appropriate to the material you presented. In other words, your test question needs to be about something you covered in your report so that the class can answer it. Here are some suggestions of the way you can present your report:

➢ PowerPoint presentation

➢ Poster

➢ Video/Movie

➢ Museum Walk

If you have something else in mind, you’ll need to get teacher approval first.

Writing a Planet Report

Getting Started:

First, get to know about your planet. Read as much information about the planet as you can find. Try both the Internet and the library. You can use a good search engine on the Internet like www.google.com and type in the name of your planet or Solar System. You can use an encyclopedia or individual books on astronomy and the solar system. As you are reading about your planet, takes notes on key information. Such as your planet’s size, temperature range, its position in the solar system, moons, atmosphere, any unusual features, when it was discovered, etc. Here are some helpful websites to use:

www.enchantedlearning.com/subjects/astronomy/planets

http://www.kidsastronomy.com/solar_system.htm

www.nineplanets.org

http://www.manatee.k12.fl.us/sites/elementary/samoset/psgk3ex.htm

www.nasa.gov/worldbook/wbkids/index.html

Structure of the planet report:

Your planet report is to be written in an Expository style. That means you need 5 paragraphs. The introduction should clearly state your planet’s name and the main ideas you will be writing about. Then write 3 paragraphs that clearly describe your planet. Each paragraph should cover one topic (for example, you should have one paragraph that covers the planet’s location in the solar system, how far it is from the Sun, and how long its year is). End the report with a closing paragraph that summarizes what you wrote and learned. Finally, cite your references. This is called the bibliography. Tell where you got the information from, what the title of the book was, who the author and publisher are, what website it came from, what date it was written, and any other information that let’s me know where you got the information from. Also, remember to check that your grammar, spelling, and punctuation are correct. Make sure to use complete sentences and write neatly. Define any technical terms that you use. Proofread your report for errors before you hand it in -- DO NOT hand in a rough draft!

“Space: The Ultimate Cyber Frontier” Neena Williams & Katherine NollerLesson Plan No 4: Addl Information - Writing a Planet Report (cont.)


Things to include in your planet report:

• The Planet’s Name: What does its name mean? Where did the name come from? Many planets were named after mythological Gods.

• Position in the solar system: Where is your planet located? How far from the Sun does it orbit? Is its orbit unusual?

• Rotation on its axis: How long does it take for your planet to rotate on its axis?

• Size: How big is your planet? How does it rate in relation to the other planets in terms of size? What is your planet’s mass?

• Gravity: What is the force of gravity at the surface of your planet? For example, what would a 100-pound person weigh on that planet?

• Orbit: How long does it take for your planet to orbit the Sun?

• Atmosphere: What is the composition of the atmosphere of your planet? Is it a thick or thin atmosphere?

• Temperature: What is the temperature range of your planet? How does it compare to the temperature on Earth?

• Composition of your planet and its appearance: What type of planet is it (is it rocky or a gas giant)? What is its internal composition? What does your planet look like?

• Number of moons: If there are moons orbiting your planet, describe them and when they were discovered.

• Number of rings: If there are rings orbiting your planet, describe them and when they were discovered.

• How would a human being fare on your planet: On your planet, would a person choke in the atmosphere, be squashed by the extreme gravity, float with ease, freeze, burn up, or something else?

• Something special: Is there anything special about your planet? This can also be the best part of the report, taking you off on interesting topics. For example, are there 100-year long storms on your planet? Are there giant volcanoes? Does you planet have a tilted axis (giving it extreme seasons)? Have spacecraft visited your planet? If so, what have they discovered?

• Discovery of your planet: The planets that are not visible using the naked eye were discovered after the invention of the telescope (these are Uranus, Neptune, and Pluto). Tell when your planet was discovered and by whom.

• Other interesting facts you may find: If you find out something else about your planet that is not listed here, please add it in!

Citing Your References (Bibliography)

When you write your bibliography, list all your references. Here are some examples:

• Website: Author(s) if appropriate. Title of Site or web page. URL of site, date of publication (the earliest copyright year listed).

• Book: Author(s). Title of book. Edition. Location of publisher: Name of publisher, year of publication.

• Encyclopedia: Title of encyclopedia, volume of encyclopedia used. Location of publisher: Name of publisher, year of publication, pages where the article is located.

• Magazine or Journal: Author(s). “Title of article.” Name of magazine, Volume.issue(date): pages where the article is located.

• Author(s) are listed last name first, first name or initials (as cited in the publication).

“Space: The Ultimate Cyber Frontier” Neena Williams & Katherine NollerLesson Plan No 4: Addl Information - Planet Information Links


MERCURY

http://solarsystem.nasa.gov/planets/index.cfm

http://pds.jpl.nasa.gov/planets/welcome/mercury.htm

http://library.thinkquest.org/20104/Planets/mercury.htm

VENUS


http://pds.jpl.nasa.gov/planets/welcome/venus.htm

http://library.thinkquest.org/20104/Planets/venus.htm

MARS


http://pds.jpl.nasa.gov/planets/welcome/mars.htm

http://library.thinkquest.org/20104/Planets/Mars.htm

EARTH


http://pds.jpl.nasa.gov/planets/welcome/earth.htm

http://library.thinkquest.org/20104/Planets/earth.htm

JUPITER


http://pds.jpl.nasa.gov/planets/welcome/jupiter.htm

http://library.thinkquest.org/20104/Planets/Jupiter.htm

“Space: The Ultimate Cyber Frontier” Neena Williams & Katherine NollerLesson Plan No 4: Addl Information - Planet Information Links


SATURN


http://pds.jpl.nasa.gov/planets/welcome/saturn.htm

http://library.thinkquest.org/20104/Planets/saturn.htm

URANUS


http://pds.jpl.nasa.gov/planets/welcome/uranus.htm

http://library.thinkquest.org/20104/Planets/uranus.htm

NEPTUNE


http://pds.jpl.nasa.gov/planets/welcome/neptune.htm

http://library.thinkquest.org/20104/Planets/neptune.htm

PLUTO


http://pds.jpl.nasa.gov/planets/welcome/pluto.htm

http://library.thinkquest.org/20104/Planets/pluto.htm

“Space: The Ultimate Cyber Frontier” Neena Williams & Katherine NollerLesson Plan No 4: Peer Rubric


Use this rubric to evaluate each of the members in your group (including yourself!). Circle the statements that best describe your teammate or yourself. Then, total up the points.

“Space: The Ultimate Cyber Frontier” Neena Williams & Katherine NollerLesson Plan No 4: Addl Info - Planet Presentation Evaluation Sheet


3-2-1 Peer Evaluation Sheet

Name:

Name of Planet:

Three things I learned about this planet:

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Two things I really liked about this presentation:

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

One more thing I want to learn about this planet:

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

“Space: The Ultimate Cyber Frontier” Neena Williams & Katherine NollerLesson Plan No 4: Planet Report Checklist


Checklist of things to include in your planet report:

• The Planet’s Name: What does its name mean? Where did the name come from? Many planets were named after mythological Gods.

• Position in the solar system: Where is your planet located? How far from the Sun does it orbit? Is its orbit unusual?

• Rotation on its axis: How long does it take for your planet to rotate on its axis?

• Size: How big is your planet? How does it rate in relation to the other planets in terms of size? What is your planet’s mass?

• Gravity: What is the force of gravity at the surface of your planet? For example, what would a 100-pound person weigh on that planet?

• Orbit: How long does it take for your planet to orbit the Sun?

• Atmosphere: What is the composition of the atmosphere of your planet? Is it a thick or thin atmosphere?

• Temperature: What is the temperature range of your planet? How does it compare to the temperature on Earth?

• Composition of your planet and its appearance: What type of planet is it (is it rocky or a gas giant)? What is its internal composition? What does your planet look like?

• Number of moons: If there are moons orbiting your planet, describe them and when they were discovered.

• Number of rings: If there are rings orbiting your planet, describe them and when they were discovered.

• How would a human being fare on your planet: On your planet, would a person choke in the atmosphere, be squashed by the extreme gravity, float with ease, freeze, burn up, or something else?

• Something special: Is there anything special about your planet? This can also be the best part of the report, taking you off on interesting topics. For example, are there 100-year long storms on your planet? Are there giant volcanoes? Does you planet have a tilted axis (giving it extreme seasons)? Have spacecraft visited your planet? If so, what have they discovered?

• Discovery of your planet: The planets that are not visible using the naked eye were discovered after the invention of the telescope (these are Uranus, Neptune, and Pluto). Tell when your planet was discovered and by whom.

• Other interesting facts you may find: If you find out something else about your planet that is not listed here, please add it in!

“Space: The Ultimate Cyber Frontier” Neena Williams & Katherine NollerLesson Plan No 4: Rubric


Beginning1

Developing2

Accomplished3

Excellent4

Score

Introduction Disorganized, lacking required information on what is to come

Gives too little information

Summarizes report, uses transition into body parts

Concise, well-written introduction

Body Parts 1, 2, and 3

Does not cover all appropriate topics; does not use transition words

Covers some of the appropriate topics

Covers most of the appropriate topics

All appropriate topics are covered well; also includes interesting facts

Conclusion Does not have a sufficient conclusion

Disorganized, lacking required information to end report

Summarizes report, uses transition to end report

Concise, well-written conclusion, interesting end to report

Spelling/Grammar

Many spelling and grammatical errors

A few errors Only one or two errors

Spelling and grammar very good

Presentation Illegible, messy; no illustrations

Almost illegible; one or two illustrations

Legible writing, accompanying illustrations

Well organized presentation, written or typed using a word processor, accompanying illustrations

References No references A single reference, incomplete citation

Several references with incomplete citations

Many references, listed in appropriate format

Timeliness Over a week late A week late A day or two late Handed in on time

Quiz Question

No question prepared

Question prepared, but nor relevant

Question prepared, not much put into it

Question is appropriate to material presented

“Space: The Ultimate Cyber Frontier” Neena Williams & Katherine NollerLesson Plan No 5: Seeing Stars and Other Space Objects




n OBJECTIVES The students will be able to define what

a star is.

The students will be able to define a galaxy, universe, comet, asteroid, planet, and moon.

The students will be able to identify and define 2 constellations.


SC.4.E.5.1 Observe that the patterns of stars

in the sky stay the same although they appear to shift across the sky nightly, and different stars can be seen in different seasons.

SC.4.E.5.4 Relate that the rotation of Earth (day

and night) and apparent movements of the Sun, Moon, and stars are connected.

n MATERIALS• Star Lab or pictures of various

constellations

• Toilet Paper tube

• Foil

• Pencil or unfolded paperclip

• Rubber band

• Videos: Magic School Bus: Lost in Space, Sees Stars

• Index Cards

• Space Objects Cards


Activating Strategy/Previewing/Building Background Knowledge: Students will view the two Magic

School Bus videos. On an index card, students will write as many new facts about Space Objects that they can with a concentration on Stars and Constellations.

Teaching Strategy/Procedure: Students will go over different

objects in space, writing information in their Planet Portfolio including but not limited to the definitions of universe, galaxy, star (including temperatures/colors), planet, moon, comet, and asteroid. Using the Star Lab, if available (if not, pictures of constellations will do), teacher and student will observe the movement of the stars during the seasons and how they are not moving but the Earth is rotating, meaning that different constellations are visible at different times of the year.

Summarizing Strategy: Students will do a Parking

Lot activity to get their materials for the Constellation Tube activity answering the question, What is a constellation? Name two. After getting their materials students will design a personal constellation, in a shape of their choice. Students will use a sharpened pencil or a paper clip to punch SMALL holes in the aluminum foil. This is then placed on one end of the toilet paper tube and rubber banded on. Students may then look through their tube toward the light and see their very own constellation.

n EVALUATION/ASSESSMENT Students will be assessed using their

participation in Space Object matchup. Each student is given a card and then asked to match up with the partner to their card, pictures to definitions. Any student that has trouble will be able to ask the rest of the class for help. Each group will then show their picture and read the definition. Game can be played again going to speed and accuracy. Students can then use the picture and ask classmates for the definition.


• The aluminum foil is torn very easily, be prepared with extra strips of foil. The more complex the student’s design the harder and more time it will be.

• Making of Space Objects Cards:

➤ Find or draw a picture of a planet, sun, comet, asteroid, galaxy, universe, moon, and a star. Paste them on separate index cards. On another index card write the definition of each one. For more cards so every student can play you can either repeat cards, use every planet, or use fun space objects like satellites, space ships, aliens, astronauts, and rockets.


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“Space: The Ultimate Cyber Frontier” Neena Williams & Katherine NollerLesson Plan No 5: Seeing Stars & Other Space Objects - Addl Info


Shoot For The Stars! A Planet WebQuestFor 4th Grade

Introduction / Task / Process / Evaluation

IntroductionWe just received word that NASA is going to be sending kids up

in space! Want to go? Imagine being the first student astronaut in history. You will have a lot of competition, though. So, you’d better start preparing. Knowing something about the planets is a good place to start. We are going to become “specialists” by learning so much about the planets. Get on your thinking helmets, fasten your seatbelts, and let’s shoot for the stars

TaskYou will be working in small groups to learn as much as

possible about a specific planet in our solar system. You will be signing up for a planet and then your “team” will be preparing a PowerPoint presentation. Your mission is to convince your classmates that you have the most updated information about your planet and, therefore, you’ve earned the title of specialist. You will conduct your research online and in the media center using multiple sources of information. Your PowerPoint presentation will include this information as well as pictures, videos, or scanned drawings. You must also develop one quiz question for your classmates about the planet to be given after you have presented your information. Keep all information you have gathered from this mission in your “Planet Portfolio.” Good luck and “may the force be with you!”

Process1. View the video on planets to decide which planet you would

like to investigate. Once you have picked your planet, get with your teammates who have that same planet and discuss your plan of action.

2. Each team will have roles assigned to the team members. There will be a Pilot, Mission Specialist, and a Payload Specialist. Read about these roles and then assign each team member a title.

3. There are many things you will need to include in your report. Use this checklist to stay on track.

4. Begin your research. First, get to know about your planet. Read as much information about the planet as you can find. Try both the Internet and the library. You can use a good search engine on the Internet like www.google.com and type in the name of your planet or Solar System. You can use an encyclopedia or individual books on astronomy and the solar system. As you are reading about your planet, takes notes on key information. Such as your planet’s size, temperature range, its position in the solar system,

moons, atmosphere, any unusual features, when it was discovered, etc. Here are some helpful websites to use:

• www.enchantedlearning.com/subjects/astronomy/planets

• http://www.kidsastronomy.com/solar_system.htm

• www.nineplanets.org

• http://www.manatee.k12.fl.us/sites/elementary/samoset/psgk3ex.htm

• www.nasa.gov/worldbook/wbkids/index.html

Click on the following links to see video segments about each planet:Memo from Mercury Mercury is the planet that is closest to the Sun. The surface

of this planet can reach 800°F! Mercury is not much bigger than the Earth’s moon. It is covered with craters. Scientists think that, long ago, there were active volcanoes on this planet. Want to learn more? Click here.

Don’t Vacation on Venus Venus is our closest neighbor in the solar system. But don’t

plan to take a trip there. You won’t like it at all. The atmosphere is filled with clouds of sulfuric acid. You won’t be able to breathe. And the temperature on Venus is about 900°F. That’s too hot for earthlings! Want to learn more? Click here.

Earth: The Living Planet Earth is the only planet that is known to support life. The

many different plant and animal life-forms on Earth need different kinds of living conditions. The Earth’s biomes provide these different living conditions. A biome is a region of Earth that has a particular climate that meets the needs of certain plants and animals. A desert biome is very hot and dry. A rainforest biome is warm and wet. Oceans, grasslands, and temperate forests are some other types of biomes. Want to learn more? Click here.

The Red Planet Mars is known as the red planet because it is covered with

red soil. The latest pictures from Mars show ripples on the surface of the planet. Were these ripples formed by water? That would mean that Mars was once warmer and wetter than it is now. Or were these ripples formed from windblown layers of dust? More exploration is needed to find out the answer to this question. Want to learn more? Click here.



Jupiter Journal Jupiter has many moons. One of these moons is called

Europa. Scientists believe Europa is covered with ice. They think that an ocean of salt water lies under the ice. If there is water, there might be life-forms on Europa. Jupiter also has a big red spot. This is a huge storm that has been going on for hundreds of years! Want to learn more? Click here.

Saturn Has the Most Moons Did you think that Saturn was only famous for its rings?

Think again. In the year 2000, astronomers discovered 10 new moons around Saturn. They are small moons and are probably made of ice. Saturn now has more moons than we thought. Its rings are not the kind you’d wear around your finger because they are made of dust and ice! Want to learn more? Click here.

A Uranus Year A year is the length of tie it takes for a planet to circle all

the way around the Sun. A year on Uranus is equal to 84 years on Earth! On Uranus each season lasts more than 20 Earth years. Imagine if winter began when you were 10 years old, and spring didn’t come until you were 30! Want to learn more? Click here.

Neptune and Pluto Trade Places Pluto is usually the ninth planet, although scientists have

recently taken that status away. But Pluto has an unusual orbit. Sometimes it passes in front of Neptune and is closer to the Sun. In 1979 Pluto moved ahead of Neptune to become the eighth planet. In 1999 it moved back to ninth place. It will be almost 250 years before this happens again. Could it have something to do with Neptune’s unusual rotation? Neptune actually rotates in a different direction than all the other planets! Want to learn more? Click here.

EvaluationYou will be evaluated as a group and as an individual. Refer

to your checklist to make sure you have included all necessary information in your report. During your presentation, did you include a quiz question to see if your audience was paying attention? Print out the group rubric and the individual rubric to see the different performance levels and what is expected of you. You will also be evaluating your peers. You must take notes while other teams are presenting and critique the other teams’ presentations. Print a copy of this evaluation sheet to rate your peers.

ConclusionYou have learned so much about the planets in our solar

system. NASA will be proud to have you as part of their team. There is still so much more to learn about the vastness of space. What is really out there? Who is out there? Does life exist on

other planets? Maybe you will be fortunate enough to be involved with the space program someday. In your writing journals, write a persuasive paragraph as to why NASA should pick you for the planet exploration mission. In a separate entry, reflect on your mission in this WebQuest and write about your likes and dislikes of this assignment. What could you have done better? What would you like to add or take away? What do you need to learn more about? What will you do differently next time?

MERCURY

http://solarsystem.nasa.gov/planets/index.cfmhttp://pds.jpl.nasa.gov/planets/welcome/mercury.htmhttp://library.thinkquest.org/20104/Planets/mercury.htm

VENUS

http://solarsystem.nasa.gov/planets/index.cfmhttp://pds.jpl.nasa.gov/planets/welcome/venus.htmhttp://library.thinkquest.org/20104/Planets/venus.htm

Shoot For The Stars! A Planet WebQuest (cont.)

MARS

http://solarsystem.nasa.gov/planets/index.cfmhttp://pds.jpl.nasa.gov/planets/welcome/mars.htmhttp://library.thinkquest.org/20104/Planets/Mars.htm



EARTH

http://solarsystem.nasa.gov/planets/index.cfmhttp://pds.jpl.nasa.gov/planets/welcome/earth.htmhttp://library.thinkquest.org/20104/Planets/earth.htm

JUPITER

http://solarsystem.nasa.gov/planets/index.cfmhttp://pds.jpl.nasa.gov/planets/welcome/jupiter.htmhttp://library.thinkquest.org/20104/Planets/Jupiter.htm

SATURN

http://solarsystem.nasa.gov/planets/index.cfmhttp://pds.jpl.nasa.gov/planets/welcome/saturn.htmhttp://library.thinkquest.org/20104/Planets/saturn.htm

URANUS

http://solarsystem.nasa.gov/planets/index.cfmhttp://pds.jpl.nasa.gov/planets/welcome/uranus.htmhttp://library.thinkquest.org/20104/Planets/uranus.htm

NEPTUNE

http://solarsystem.nasa.gov/planets/index.cfmhttp://pds.jpl.nasa.gov/planets/welcome/neptune.htmhttp://library.thinkquest.org/20104/Planets/neptune.htm

PLUTO

http://solarsystem.nasa.gov/planets/index.cfmhttp://pds.jpl.nasa.gov/planets/welcome/pluto.htmhttp://library.thinkquest.org/20104/Planets/pluto.htm

Shoot For The Stars! A Planet WebQuest (cont.)


“Space: The Ultimate Cyber Frontier” Neena Williams & Katherine NollerLesson Plan No 5: Additional Information – Stars



“Space: The Ultimate Cyber Frontier” Neena Williams & Katherine NollerLesson Plan No 5: Addl Information – Objects in the Solar System


“Space: The Ultimate Cyber Frontier” Neena Williams & Katherine NollerUFF - Unidentified Flying Food

Lesson Plan No 6: Culminating Activity for Unit


n SUBJECTS COVEREDScienceCurriculum Map Topic: Space


n OBJECTIVES The students will understand why select

foods are suitable for spaceflight.

The students will develop packaging for the suitable foods for spaceflight.

The students will develop a food try that is suitable to hold foods in a microgravity space environment.

The students will explain why select foods are suitable for spaceflight.


SC.4.E.5.5

Students will investigate and report the effects of space research and exploration on the economy and culture of Florida.

n MATERIALS• Sectioned Lunch trays

• Fruit roll ups

• Beef jerky

• Dried pudding

• Dried milk

• Ziploc bags

• Velcro

• Cheese and cracker dip snacks

• Any individually packaged dried food

• Digital cameras

• Computers with Photo Story 3 Software

• Teacher Made Power Point


Activating Strategy/Previewing/Building Background Knowledge: Students will add to the K column

of the K-W-L chart to organize their thoughts and brainstorm ideas about what they already know about foods for spaceflight. Students will then watch a short clip on astronauts eating space food.

Teaching Strategy/Procedure: Students add to the W column

of the K-W-L chart organizing their ideas of what they want to know about food suitable for spaceflight. The whole class views the teacher created PowerPoint on Space Food Past and Present. Teacher will then engage the students in a Think-Pair-Share activity answering the following question: What are common properties for foods that could be eaten in space? Students then work in small groups to select, compare, test, and prepare packaging of foods for spaceflight suitability. The food tray will have each item either velcroed or inserted into a plastic bag and then the plastic bag velcroed to the tray. Students will be divided into 5 groups. Each group will be given a digital camera to record the steps that they have taken to create their astronaut tray. After students have created their tray students will download the pictures and use them to create a digital story (using Photo Story) about their experience in creating “Space Food”.

Summarizing Strategy: Students will create a blog on

their Gaggle.Net account that recalls what kind of food an astronaut will have access to and how they can rehydrate their food once in space.

n EVALUATION/ASSESSMENT Each tray will be evaluated on design

and usability. Each group should be able to answer the following questions: What types of problems could you face while trying to eat in space? Are there other ways to serve space food? How does your group compare to other groups? Each groups’ digital story will be evaluated using the attached rubric.

n MODIFICATIONIf food is not available students

can cut out pictures from actual food containers and place them in the Ziploc bags to be velcroed to the trays.

Hint: You can change the f lavor of

the foods to fit your classroom environment.


• www.nasa.gov


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Lesson Plan No 6: Culminating Activity for Unit – Rubric

Building A Structure : UFF: Unidentified Flying FoodStudent Name: ________________________________________

CATEGORY 4 3 2 1

Plan Plan is neat with clear measurements and labeling for all components.

Plan is neat with clear measurements and labeling for most components.

Plan provides clear measurements and labeling for most components.

Plan does not show measurements clearly or is otherwise inadequately labeled.

Construction -Materials

Appropriate materials were selected and creatively modified in ways that made them even better.

Appropriate materials were selected and there was an attempt at creative modification to make them even better.

Appropriate materials were selected.

Inappropriate materials were selected and contributed to a product that performed poorly.

Construction - Care Taken

Great care taken in construction process so that the structure is neat, attractive and follows plans accurately.

Construction was careful and accurate for the most part, but 1-2 details could have been refined for a more attractive product.

Construction accurately followed the plans, but 3-4 details could have been refined for a more attractive product.

Construction appears careless or haphazard. Many details need refinement for a strong or attractive product.

Modification/Testing

Clear evidence of troubleshooting, testing, and refinements based on data or scientific principles.

Clear evidence of troubleshooting, testing and refinements.

Some evidence of troubleshooting, testing and refinements.

Little evidence of troubleshooting, testing or refinement.

Function Structure functions extraordinarily well, holding up under atypical stresses.

Structure functions well, holding up under typical stresses.

Structure functions pretty well, but deteriorates under typical stresses.

Fatal flaws in function with complete failure under typical stresses.

Journal/Log - Content

Journal provides a complete record of planning, construction, testing, modifications, reasons for modifications, and some reflection about the strategies used and the results.

Journal provides a complete record of planning, construction, testing, modifications, and reasons for modifications.

Journal provides quite a bit of detail about planning, construction, testing, modifications, and reasons for modifications.

Journal provides very little detail about several aspects of the planning, construction, and testing process.

Power Point Group Peer Rubric


Lesson Plan No 6: Culminating Activity for Unit - Group Peer Rubric


Student Name: ________________________________________

CATEGORY 1 point 2 points 3 points 4 points

Contributes Does not collect any of the assigned information.

Collects some of the assigned information

Collects all of the assigned information.

Collects all of the assigned information and finds additional helpful information related to the topic.

Shares Responsibility

Always relies on others to do the team's work.

Sometimes does the assigned work; may need some reminding.

Usually does assigned work; rarely needs reminding.

Always does assigned work without having to be reminded.

Cooperates Usually argues with teammates.

Sometimes argues with teammates.

Rarely argues with teammates.

Never argues with teammates.

Listens and Communicates

Is always talking never allows others to speak OR never speaks (does not contribute to conversation).

Usually does most of the talking rarely allows others to speak OR usually does not speak or contribute to the conversation

Listens but sometimes talks too much.

Listens and speaks in equal amounts.

RFS Cause and Effect



Lesson Plan No 6: Culminating Activity for Unit – Addl Information

Means that we have

Means that we have

Means that we have

Means that we have

RFS Cause and Effect Key




Means that we have

Means that we have

Means that we have

Means that we have

Northern Hemisphere tilted toward the sun, while Southern Hemisphere is tilted away from the sun.

Northern Hemisphere is slightly tilted away

the while the Southern Hemisphere is slightly tilted

toward the Sun.

Northern Hemisphere is tilted away from the sun while the Southern

Hemisphere is tilted toward the sun.

The Northern Hemisphere is tilted slightly toward the

sun while the Southern Hemisphere is tilted slightly

away from the sun.

Summer in the Northern Hemisphere and

Winter in the Southern Hemisphere.

Fall in the Northern Hemisphere and

Spring in the Southern Hemisphere.

Winter in the Northern Hemisphere and

Summer in the Southern Hemisphere.

Spring in the Northern Hemisphere and

Fall in the Southern Hemisphere.




KWL Outlines 1 and 2

Learning-Focused® Strategies Notebook Teacher Materials ©2004 Learning Concepts, Inc.Duplication permitted exclusively for classroom use by owner of Learning-Focused® Strategies Notebook.




KWL Outlines 3 and 4





KWL Plus Outline





Cause and Effect

Learning-Focused® Strategies Notebook Teacher Materials ©2004 Learning Concepts, Inc.

Duplication permitted exclusively for classroom use by owner of Learning-Focused®

Strategies Notebook.




Compare / Contrast With Summary





Cycle Graph (Sequence and Repeat)





Descriptive Organizer (Literary Element)





Flow Chart (Sequence)





Frayer Diagram 1





Frayer Diagram 2


Materials Budget SUPPLIER ITEM DESCRIPTION COST QUANTITY TOTAL COST

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Teacher’s Name ______________________________________

Teacher’s Name ______________________________________

School: _____________________________________________

________________________________________________

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Subtotal

Tax if applicable

Shipping if applicable

TOTALBUDGETAMOUNT

“Space: The Ultimate Cyber Frontier” Neena Williams & Katherine NollerLesson Plans Materials Budget

Sam’s Club 2 GB Flashdrives 13.00 8 104.00

Wal Mart Trifold Science Boards 5.00 3 15.00

CD-RW 5 pack with covers 5.00 5 25.00

Expanding Portfolios - 15 pack 9.00 2 18.00

Dry (powdered) milk 1.50 2 3.00

Instant drink mix pouches 4.00 2 8.00

Crackers and cheese packets 1.50 2 3.00

Beef Jerky 3.00 2 6.00

Mini M&Ms 2.00 1 2.00

Instant Pudding 1.00 2 2.00

Velcro circles 4.50 1 4.50

Straws 1.00 1 1.00

Ziploc sandwich bags 2.50 1 2.50

Dried fruit (assorted) 5.00 1 5.00

Plastic food trays (sectioned) 4.00 1 4.00

Neena WilliamsKatherine NollerNorth Lakeland Elem. School

$203.00

$203.00


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